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High School
The Great Color Hunt Early Child hood
The Essential Question
How can we create a color wheel
without paint?
Objective
Students will work in teams to look
through magazines (or sort through
clippings) and create a color circle.
Materials
magazines and/or magazine clip -
pings, large cardboard circles, scis-
sors, glue sticks
Procedures
1. Divide the class into small
groups. Each group is assigned a
color: r , green,
blue, or purple.
2. -
zine and showing all the colors that
are found on a single page. Show
students how to car
one color and glue it to a color
wheel (cardboard circle).
3. Students work together to hunt
for their assigned color. (You could
also pr e-cut
search through and add to their
are hunting for colors, not pictures.
4. Have students glue their assigned
can no longer see the cardboard.
Assessment
Students' finished work should
demonstrate knowledge of color.
Each team or table brings their
completed wheel to the center of
the room. Have students discuss
pr
could also be an introduction to
By Kristina Latraverse, art
teacher at Columbia Elementary
School in Palm Bay, Florida.
Middle School
The Essential Question
As artists, do we need a plan to
create art?
Objective
Students will create their own
Abstract Expressionist painting
using nontraditional tools.
Materials
large sheets of paper, palette
paintbrushes
Procedures
1. Discuss with students the differ-
ence between a planned painting
and an intuitive painting.
2. Students will do a series of small
exer -
brush to create a painting without
looking at their paper.
3. Next, students will repeat step
two to create another painting, this
time using a nontraditional tool
4. Ask students to compare both
processes. What are the differ-
ences? What are the similarities?
5.
learned to create a large-scale
Abstract Expressionist painting.
Assessment
and encourage staff and students
to comment on their work using
, student artists
will discuss what others wrote.
By Frank Juarez, art teacher at
Sheboygan North High School in
Sheboygan, Wisconsin.
Art by Emma Andersen, grade twelve.
The Essential Question
How can students capture an artist's
eate original art?
Objective
Students will create a Dr. Seuss-
Materials
paint, markers, colored pencils, con-
struction paper, scissors, glue
Procedures
1. Read the book, I Had Trouble in
Getting to Solla Sollew . Seuss.
Discuss how no one knows what
.
2. Ask students to work in groups to
elements in Dr. Suess's drawings.
3. Students cr -
ing concentric circles and mixing
color tints in gradients from dark to
overlap, and glue the circles at the
top of a large sheet of construction
f the page. Next,
students cut out a piece of black
construction paper to form a hori-
zon line and glue it down, overlap-
ping the bottoms of the circles, and
saving the leftover black paper.
4. To create 3D-looking buildings,
students should draw a curved arrow
pointing upward and extend the
lines at the ends of the arrow down -
ward. Angle the windows parallel to
the lines at the top of the building
and shade in the top and far edge of
each window. Encourage students to
5. Students create and cut out two
, col-
or , and outlined in black.
One side of each building is shaded
is shaded using pencil and colored
e being cut
out as one piece.
6. Students glue down the second
-
glue the leftover black paper to form
the foreground.
Assessment
Wer
the defining characteristics of Dr.
Seuss'
learned to their own creations?
By Rachel Wintemberg, art
teacher at Samuel E. Shull School
in Perth Amboy, New Jersey.
Art by Diana Soto, grade eight.
The Essential Question
come to an understanding of the
-
gliani while experimenting with
mixed-media design?
Objective
Students will create a Modigliani-
.
Materials
Modigliani, white sulphite con-
struction paper (cut to 10 x 16"
[25 x 41 cm] to allow for matting
later), tempera paint, brushes,
ed pencils/oil pastels
Procedures
1. Practice drawing elongated
faces and necks. Then decide on
an individual to draw. (You must
.)
2. Beginning with a long U shape,
draw an elongated face. Continue
ow neck
and sloping shoulders.
3.
ows that extend
into the line for the nose. Complete
the rest of the face and the hair.
4. Decide on the materials to use:
If the face is done in paint, the
background must be in a drawing
medium (not markers). If the face
is done with a drawing medium,
the background must be done
with paint.
5.
this person well enough to "see into
.
6. Complete a simple background
and title the artwork.
Assessment
Did the student follow the instruc-
tions and use the materials prop-
the individual in the portrait and
defend the decision to add pupils,
By Laurie Bellet, art teacher at
Oakland Hebrew Day School in
Oakland, California.
Do I Know You? Elementary